Ongoing Professional Development
June 2003
Changes to 89 Illinois Administrative Code 500 have established a new system of
ongoing professional development for credentialed Early Intervention (EI) providers.
This requirement is being phased in as new providers enter the system and current
providers renew their credentials. (See 89 Illinois Administrative Code 500.60(j)(2).) As
part of the EI application packet, applicants sign an agreement to participate in and
document ongoing professional development activities that include, at a minimum, a
once per month face-to-face meeting with an individual specialist level provider of the
same discipline or a group that includes one such individual to facilitate best practices
through case review. Client/family concerns, needs, strengths, resources, priorities,
outcomes, strategies, and service plans (without providing client identifying information)
are discussed.
At least annually, EI providers who participate in ongoing professional development
document these activities using a form which includes the location of the meeting and
the credential number and signature of the credentialed provider of the same discipline
who also participated. The EI provider will make documentation of ongoing professional
development meetings available to the Department upon request. With subsequent
credential renewal applications, the EI provider will submit to the credentialing office
completed ongoing professional development documentation forms for the period of
his/her credential, up to the date upon which the renewal application is submitted.
Compliance with this new requirement has been a challenge in more rural areas of
Illinois, particularly for Early Intervention disciplines that contain a low number of
credentialed professionals. In an effort to assist these individuals, the Early Intervention
Program will allow providers to meet with disciplines that fall in the same “EI Service”
group as defined in Rule 500, Appendix C.
This means, for example, that individuals credentialed under Audiology, Aural
Rehabilitation/Other Related Services, including Audiologists, Speech/Language
Pathologists, School Speech/Language Therapists and Developmental
Therapists/Hearing, may participate in and document ongoing professional development
activities. Other areas that represent natural groupings of disciplines for ongoing
professional development include:
• Clinical Assessment, Counseling and Other Therapeutic Services (clinical
psychologists, clinical professional counselors, marriage and family therapists,
clinical social workers, and school psychologists)
• Developmental Therapy (DT) (DT, DT/Hearing and DT/Vision),
• Nutrition (licensed dietitians, licensed nutrition counselors, and registered nurses),
• Social Services (social workers, professional counselors, and school social workers)
Providers should contact Provider Connections at 800.701.0095 if they have questions.
All applications and forms can be downloaded at www.wiu.edu/providerconnections.
Ongoing Professional Development
•
•
•
•
Regularly scheduled
Protected time
Only topic is client cases
Brainstorming is key
Advantages of Ongoing Professional Development
•
•
•
•
•
•
•
Generates creative ideas to complex problems for which there is no “right”
answer.
Shares the burden of difficult situations.
Supports and affirms colleagues.
Reinforces client and EI provider achievement.
Provided insights into cultural dimension of cases.
Builds a sense of fun.
Helps EI provider cope with stress.
Challenges to Ongoing Professional Development
•
•
•
•
•
Some personalities may dominate.
Venting can lead to a negative culture that is a waste of time.
Formal sessions may inhibit creativity.
The process takes time.
All cases cannot be reviewed.
Ongoing Professional Development Group Discussion
•
•
•
•
•
•
•
•
•
EI providers volunteer case situations where they are not sure what to try
next.
Questions of clarification are asked.
The group brainstorms ideas.
Only the EI provider presenting the case situation can evaluate the fit of
an idea with the case.
Acceptable ideas must be so specific that everyone knows how it can be
done.
The group must generate ideas until the EI provider has three specific
next steps.
The group should focus on what the family says they need to safely care
for the child.
Always explore natural helpers and community resources.
Everyone should laugh during the session.